Experiential learning in physical therapy education

Abstract

Background and purposeExperiential learning can provide students in entry-level physical therapy (PT) education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula.Position and rationaleExperiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation.Discussion and conclusionExperiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners.

Faculty and Students’ Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates

“…Previous studies to integrate experiential learning into physical therapy curriculum by using simulation found overwhelming students satisfaction of 98% with gain confidence in their ability to provide quality care, interact with patients one-on-one, and participate in health advocacy through these simulation experiences. 20 , 21 Another study on Nepalese medical students, which incorporated experiential learning through early exposure to primary health care centres could help students better understand the opportunities and challenges of such settings. They employed structured student reflections through the four stages based on Kolb’s experiential learning cycle.…”

Use of a Logic Model to Develop an Innovative Hand Therapy Clinic to Provide Experiential Learning for Occupational Therapy Students

“…The philosophy of OT education states that the curriculum should support an "active and diverse learning within and beyond the classroom environment" (Iwama et al, 2015). Experiential learning supports this philosophy, providing students a hands-on opportunity to put into practice what is learned in the classroom (Coker, 2010;Knecht-Sabres, 2013;Smith & Crocker, 2017;Yardley et al, 2012a). Student clinics are emerging in healthcare education as a feasible way to add a meaningful experiential learning opportunity (Doucet & Seale, 2012;Kruger et al, 2015).…”

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

“…Experiential learning is a form of practicebased education that allows students the opportunity to apply knowledge and skills learned in the classroom in a real-world setting. 1,10 Pediatric PT educators use EL activities to increase students' contact with children, both typically developing and those with participation limitations, in efforts to better prepare students for clinical practice and to aid in the development of key clinical skills. 1 Two constructs that may be measured to provide insight into student response to EL opportunities are clinical reasoning and selfefficacy.…”

“…3 Based on review of recently published literature, the use of EL as an instructional method to meet this recommendation and better teach pediatric content is growing. [4][5][6][7][8][9][10] However, there remains a paucity of research describing student outcomes resulting from a pediatric course with EL compared with student outcomes resulting from traditional classroom instruction-based courses. is study was designed to begin to fill this gap in knowledge.…”